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W.C April 27th

Subject

Minimum expectation of time spent

Work set

Details of work set

How should this be completed?

Maths

 

 

1 hour per day

Busy Ant Maths – Capacity and volume.

MATHS 1

MATHS 2

MATHS 2 EXT

MATHS 3

MATHS 4

MATHS 4 EXT

MATHS 5

EXTRA 1

EXTRA 2

 

Children to complete the tasks provided and if finished can move on to the additional tasks. Children may also wish to play games on Mathletics or the suggested links to further their knowledge and application of this concept.

 

 

Directly onto the sheet or onto an exercise book.

LOOM VIDEO

English

1 hour per day

Greenpeace letters

 

GREENPEACE LETTERS PPT

 

FORMAL & INFORMAL LETTER EXAMPLES

 

QUESTIONS

 

 

Read through the letters picking out key points. Discuss any unfamiliar vocabulary and make a note of its meaning. Whilst referring back to the text, answer the questions in full sentences. Ensure correct usage of capital letters and full stops.

Directly onto sheet or in exercise book.

 

LOOM VIDEO

 

 

Lesson 2 

SPELLINGS

 

IGH SHEETS:

THE LIGHT IN THE NIGHT

IGH WORD SORT

 

IGH GRAPHEME & ES SUFFIX

Children to learn spellings from sheet.

LOOK/SAY/COVER/WRITE/

CHECK

Spot ‘igh’ graphemes whilst reading ‘The Light in the Night’ text. Underline or highlight them and make a note of the grapheme’s position in each word. Can you spot them all? Can you think of any alternative spelling patterns that make the same sound as ‘igh’?

 

Sort the ‘igh’ grapheme words into different categories depending on their alternative spelling patterns.

 

Introduce the concept of a suffix as coming at the end of words. Convert the nouns at the foot of the page into their plural form, e.g. ‘box’ becomes ‘boxes’. Can you make a list of nouns where it is more complicated than simply just adding -es or just -s? For example, ‘child’ becomes ‘children’ and ‘mouse’ becomes ‘mice’. These types of plural nouns are known as irregulars.

 

Directly onto sheet or in exercise book.

Lesson 3

ANIMAL QUESTION RESOURCE SHEET

 

 

GREENPEACE LETTER PLANNING

 

Children to use sheet to plan a Greenpeace letter.

 

Create questions to ask Greenpeace about a particular animal or species? Ensure correct usage of capital letters at the beginning of questions and questions marks to denote the end of a question.

 

Use a range of question words: What/When/Where/Who/Why/How etc.

 

Ensure application of your neatest handwriting and presentation.

 

Directly onto sheet or in exercise book.

 

Lessons 4 & 5 Final version

GREENPEACE LETTER WRITING FRAME

 

Children to write, improve and complete a final version of their Greenpeace letter.

Firstly, include a full address.

 

Secondly, include the full date.

 

Thirdly, include a purpose/reason for writing the letter.

 

Fourthly, include the main body of your letter: questions and opinions about the current situation.

 

Fifthly, include a closing statement, e.g. I very much look forward to your reply.

 

Finally, include an appropriate sign-off, e.g. Yours sincerely with your name underneath.

 

 

Remember to include capital letters, full stops and question marks as well as address, date and appropriate sign-off for a letter.

In exercise book or on paper attached.

 

Foundation

Computing

 

To recognise common uses of information technology beyond school.

 

LOOM VIDEO

 

 

 

 

(please check your internet filters before children complete this task) At school children have created PowerPoints of different types of fish. They are able to copy and paste the image from google to create a presentation. This week children are to find, copy and paste images of mini beasts. If you do not have the PowerPoint app than any other format with the copy and paste function will be appropriate. When they have done so, children are encouraged to group their minibeasts together using a criterion e.g. has less than 4 legs, can fly, etc. They are to do this by dragging and dropping the image into the correct space. If doing this on something other than a laptop with a touch pad, then children will need a demonstration.

PE

To develop running technique.

 

LOOM VIDEO

Ask the children to perform the following moves: creep like a tiger, stomp about like an elephant, run fast like a mouse and move up and down like a snake. Ask the children if they can find a way of using their arms to represent an animal. Explain that they are warming up their arms because arms, as well as legs, are important when running. Explain that we are going to focus on running today.  How do we run? Which parts of the body do we use to run?  Line the children up in 'lanes'. Demonstrate to the class how to use high knees when running and then how to move, kicking bottom as well as using long strides etc. Practise running races, using the command " On your marks get set go" - Show children when and how to start running for a race and then ask class to sprint to other end of court, staying in their 'lane'. Ask children what they noticed happened to their bodies, what changes have occurred? Walk back to start line. 

  Optional Foundation

Art competition

 

ONLINE LINK: http://craft.farnhammaltings.com/stitching-together/

 

DETAILS: http://craft.farnhammaltings.com/wp-content/uploads/2013/11/Stitching-Together-Schools-Brief-FINAL.pdf

 

You can submit your entry directly on the website